The effect of increased incentive on free recall by learning-disabled and nondisabled children.
Immediate free recall by learning-disabled and nondisabled children was compared under two incentive conditions. Recall of the first few words of each list by disabled children and younger nondisabled children was lower than that by older nondisabled children, and receiving a monetary reward increased early list item recall by older disabled and nondisabled learners. These findings suggest that elaborative encoding processes, such as rehearsal, are impaired in younger disabled and nondisabled children and that receiving a reward increased elaborative encoding by older children. Similar recall of the last few list items by all groups suggests that attention and immediate memory are comparable in disabled and nondisabled children of different ages. Receiving a reward increased recall of the last few list items by younger disabled and nondisabled children, suggesting that a reward increased attention, immediate memory, or both, in these groups. Because receiving a reward increased recall equally in all groups, lower motivation did not appear to be responsible for the lower recall by younger nondisabled children and learning-disabled children.
Bauer
R H
RH
Department of Psychology, Middle Tennessee State University.
Peller-Porth
V
V
D001288:Attention; D002648:Child; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D008570:Memory, Short-Term; D009042:Motivation; D012691:Serial Learning; D014040:Token Economy; D014706:Verbal Learning